A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories

2016 ◽  
Vol 51 ◽  
pp. 11-18 ◽  
Author(s):  
Alaa Eldin A. Ayoub ◽  
Abdullah M. Aljughaiman
Keyword(s):  
Structural Model ◽  
Implicit Theories ◽  
Gifted Students

scholarly journals Investigating the Mediating Role of Procrastination in the Relationship between Positive and Negative Perfectionism and Mobile Phone Addiction in Gifted Students

2021 ◽  
Author(s):  
Nader Ayadi ◽  
Saeed Pireinaladin ◽  
Mehdi Shokri ◽  
Shahriyar Dargahi ◽  
Fatemeh Zarein
Keyword(s):  
Mobile Phone ◽  
Cell Phone ◽  
Structural Model ◽  
Gifted Students ◽  
Cluster Sampling ◽  
Mediating Role ◽  
Mobile Phone Addiction ◽  
Indirect Relationship ◽  
The Relationship

Objective: Adolescence is a critical period in terms of development and education, in which there are numbers of highrisk behaviors that can negative effects on personal and educational life. One of these high-risk behaviors is mobile phone addiction that is a sociopsychological phenomenon, and the lack of control in the use of this technology by students can cause damage to various aspects of their personal and educational lives. The aim of the present study was to investigate the mediating role of procrastination in the relationship between positive and negative perfectionism and addiction to mobile phone in gifted students. Method: This was a descriptive and correlational study in which 200 gifted students from gifted students’ high school of Meshghinshahr were selected using cluster sampling in 2020. Tri-Shot Perfectionism questionnaires, Tuckman Procrastination Scale, and Savari Mobile Phone Addiction questionnaire were applied to collect data. Descriptive statistics, correlation matrix, and path analysis (Structural Model) were used to analyze data. Results: The findings revealed positive and negative perfectionism was not directly related to cell phone addiction. However, positive perfectionism through procrastination meditation had a negative and indirect relationship with mobile phone addiction (β = -0.18), and negative perfectionism through procrastination meditation had a positive and indirect relationship with mobile phone addiction (β = 0.17). In other words, procrastination is a complete mediation in the relationship between negative and positive perfectionism and cell phone addiction in students (β = 0.29). Conclusion: The results emphasized the effect of procrastination on the relationship between positive and negative perfectionism and mobile phone addiction in gifted students. Therefore, these findings can help school and rehabilitation counselors to prepare programs for reducing students' addictive and avoidant behaviors.

Shifting the Perfectionistic Mindset: Moving to Mindful Excellence

2018 ◽  
Vol 41 (4) ◽  
pp. 177-185 ◽  
Author(s):  
Emily L. Mofield ◽  
Megan Parker Peters
Keyword(s):  
Implicit Theories ◽  
Gifted Students ◽  
High Standard ◽  
Gifted Children ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Common Causes ◽  
The Common ◽  
Practical Implications

This article explores some of the common causes and solutions to perfectionism in gifted children. We highlight practical implications from studies examining perfectionism in gifted students, including how implicit theories of intelligence (e.g., mindset) relate to perfectionism. Specific strategies are shared to guide gifted children toward a mindful pursuit of excellence in which they are self-aware of how their thoughts, emotions, and beliefs about ability influence their behaviors in achieving a high standard.

Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students

2019 ◽  
Vol 42 (2) ◽  
pp. 107-134 ◽  
Author(s):  
Emily Mofield ◽  
Megan Parker Peters
Keyword(s):  
Implicit Theories ◽  
Self Regulation ◽  
Gifted Students ◽  
Personal Standards ◽  
Logistic Regression Models ◽  
Fixed Mindset ◽  
Theories Of Intelligence ◽  
Achievement Attitudes ◽  
Concern Over Mistakes ◽  
Gifted Underachievers

The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers ( n = 15) and gifted achievers ( n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence ( d = .79), lower scores on Organization ( d = −1.01), and lower Self-Regulation/Motivation ( d = −1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students ( N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, β = .35, p < .0001; Doubt of Action, β = .28, p < .0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, β = .35, p < .0001, and Organization, β = .21, p = .001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.

Assessing Gifted Students’ Beliefs About Intelligence With a Psychometrically Defensible Scale

2016 ◽  
Vol 39 (4) ◽  
pp. 288-314 ◽  
Author(s):  
Sunhee Park ◽  
Carolyn M. Callahan ◽  
Ji Hoon Ryoo
Keyword(s):  
Implicit Theories ◽  
Gifted Students ◽  
Goal Orientations ◽  
Learning Goals ◽  
Implicit Theories Of Intelligence ◽  
Incremental Theory ◽  
Entity Theory ◽  
Theories Of Intelligence ◽  
And Gender ◽  
Item Scale

The psychometric qualities of the six- and eight-item implicit theories of intelligence scales that Dweck suggested were compared using a confirmatory factor analysis with data from 239 gifted students (100 students in Grades 5–7, 139 students in Grades 8–11). The results indicate that the six-item scale fits the data better than the eight-item scale. The factor reliabilities of data from the six-item scale were .853 for the entity theory and .878 for the incremental theory. We found evidence for measurement invariance across age and gender using measurement and structural invariance tests. Using the scale to investigate the beliefs about intelligence of gifted students and the association between their beliefs about intelligence and goal orientations, we found that the higher the incremental theory held by gifted students, the higher the learning goals they tend to pursue. Older students had a greater tendency to hold an entity theory than younger students.

Structure-property relations of liquid crystalline polymers

1987 ◽  
Vol 45 ◽  
pp. 460-463
Author(s):  
Linda C. Sawyer
Keyword(s):  
Solid State ◽  
Liquid Crystalline ◽  
Structural Model ◽  
Crystalline Polymer ◽  
Liquid Crystalline Polymers ◽  
Mechanical Anisotropy ◽  
Structure Property ◽  
Preparation Methods ◽  
Crystalline Polymers ◽  
Extended Chain

Recent liquid crystalline polymer (LCP) research has sought to define structure-property relationships of these complex new materials. The two major types of LCPs, thermotropic and lyotropic LCPs, both exhibit effects of process history on the microstructure frozen into the solid state. The high mechanical anisotropy of the molecules favors formation of complex structures. Microscopy has been used to develop an understanding of these microstructures and to describe them in a fundamental structural model. Preparation methods used include microtomy, etching, fracture and sonication for study by optical and electron microscopy techniques, which have been described for polymers. The model accounts for the macrostructures and microstructures observed in highly oriented fibers and films.Rod-like liquid crystalline polymers produce oriented materials because they have extended chain structures in the solid state. These polymers have found application as high modulus fibers and films with unique properties due to the formation of ordered solutions (lyotropic) or melts (thermotropic) which transform easily into highly oriented, extended chain structures in the solid state.

The Hierarchic Order of Intermediate Filament Structure and Assembly

1985 ◽  
Vol 43 ◽  
pp. 722-725
Author(s):  
U. Aebi ◽  
E.C. Glavaris ◽  
R. Eichner
Keyword(s):  
Tissue Specificity ◽  
Structural Model ◽  
Eukaryotic Cells ◽  
Cdna Sequencing ◽  
Filament Structure ◽  
Keratin Filaments ◽  
Isoelectric Points ◽  
Immunological Crossreactivity

Five different classes of intermediate-sized filaments (IFs) have been identified in differentiated eukaryotic cells: vimentin in mesenchymal cells, desmin in muscle cells, neurofilaments in nerve cells, glial filaments in glial cells and keratin filaments in epithelial cells. Despite their tissue specificity, all IFs share several common attributes, including immunological crossreactivity, similar morphology (e.g. about 10 nm diameter - hence ‘10-nm filaments’) and the ability to reassemble in vitro from denatured subunits into filaments virtually indistinguishable from those observed in vivo. Further more, despite their proteinchemical heterogeneity (their MWs range from 40 kDa to 200 kDa and their isoelectric points from about 5 to 8), protein and cDNA sequencing of several IF polypeptides (for refs, see 1,2) have provided the framework for a common structural model of all IF subunits.

An HREM study of superstructures in Ca4Al6SO16

1990 ◽  
Vol 48 (4) ◽  
pp. 1066-1067
Author(s):  
Y.G. Wang ◽  
H.Q. Ye ◽  
K.H. Kuo
Keyword(s):  
Calcium Aluminate ◽  
Structural Model ◽  
Bright Spot ◽  
Sulphur Atom ◽  
Synthetic Compound ◽  
Space Group ◽  
Lattice Images ◽  
Cubic Structure ◽  
Good Agreement

A synthetic compound Ca4Al6SO16 (usually abbreviated as C4A3S) obtained by mixing CaO, A12O3 and CaSO4 powders and finally sintered at 1380°C is a cement with excellent hydraulicity and greatly expanding in application. It is hydralysed rapidly by water to form predominatly calcium aluminate hydrates and therefore unlikly to occur naturally, although structurally it may be regarded as an end member of the sodalite-hauynite series of naturally occuring minerals. C4A3S has a cubic structure with ao=9.19Å and space group . Fig.1 is the projection viewed down axis, in which there are two sets of 8C position in , namely CaI and CaII, occupied by the calcium atoms, respectively, and the ratio of occupations in these two sets of positions is about 3:1. This suggests that the calcium atoms can freely occupy these sites in various degrees and usually they almost locates on the CaI positions. A through-focus series of the lattice images were found in good agreement with the simulated ones. Each bright spot in the image taken at Scherzer defocus correspounds to a colunm of sulphur atom in the structural model (Fig.1).

A Structural Model for a Quasi-Crystalline Material Derived from TEM

1990 ◽  
Vol 48 (1) ◽  
pp. 48-49
Author(s):  
Jan-Olov Bovin ◽  
Osamu Terasaki ◽  
Jan-Olle Malm ◽  
Sven Lidin ◽  
Sten Andersson
Keyword(s):  
High Resolution ◽  
Electron Diffraction ◽  
Structural Model ◽  
Image Intensifier ◽  
Crystalline Materials ◽  
Icosahedral Phases ◽  
Transmission Electron ◽  
Electron Microscopes ◽  
Diffraction Patterns ◽  
Quasi Crystals

High resolution transmission electron microscopy (HRTEM) is playing an important role in identifying the new icosahedral phases. The selected area diffraction patterns of quasi crystals, recorded with an aperture of the radius of many thousands of Ångströms, consist of dense arrays of well defined sharp spots with five fold dilatation symmetry which makes the interpretation of the diffraction process and the resulting images different from those invoked for usual crystals. The atomic structure of the quasi crystals is not established even if several models are proposed. The correct structure model must of course explain the electron diffraction patterns with 5-, 3- and 2-fold symmetry for the phases but it is also important that the HRTEM images of the alloys match the computer simulated images from the model. We have studied quasi crystals of the alloy Al65Cu20Fe15. The electron microscopes used to obtain high resolution electro micrographs and electron diffraction patterns (EDP) were a (S)TEM JEM-2000FX equipped with EDS and PEELS showing a structural resolution of 2.7 Å and a IVEM JEM-4000EX with a UHP40 high resolution pole piece operated at 400 kV and with a structural resolution of 1.6 Å. This microscope is used with a Gatan 622 TV system with an image intensifier, coupled to a YAG screen. It was found that the crystals of the quasi crystalline materials here investigated were more sensitive to beam damage using 400 kV as electron accelerating voltage than when using 200 kV. Low dose techniques were therefore applied to avoid damage of the structure.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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